Using video materials as a teaching strategy for listening comprehension

Este proyecto está enfocado a analizar el impacto que tienen los videos en la habilidad de escucha, para un grupo de 5 estudiantes de primer semestre en un programa de licenciatura en la enseñanza de la lengua inglesa en una universidad pública en Colombia, localizada en el eje cafetero. La recolección de datos fue realizada por medio de cuestionarios de reflexión de los estudiantes posterior a las sesiones de video, diarios de campo de los investigadores, entrevistas y pruebas de comprensión. El análisis fue basado en una constante comparación de datos que fueron triangulados después de ser codificados y categorizados. Los resultados obtenidos sugieren un mejoramiento en la habilidad de escucha, así como en la adquisición de vocabulario y en la práctica de su pronunciación. Implicaciones pedagógicas e investigativas fueron incluidas.This project is focused on analyzing the impact that videos have on listening skill for a group of 5 students of first semester in a TEFL program of a public university in Colombia, located in the coffee area. The data collection was accomplished by means of students' reflection questionnaires posterior to the video sessions, field notes of the investigators, interviews and comprehension tests. The analysis was based on a constant comparison of data that were triangulated after being coded and categorized. The findings suggest improvement in the students´ listening skill, as well as, in the acquisition of vocabulary and in the practice of pronunciation. Pedagogical and research implications were included

Methodological strategies that can be applied by the teacher to encourage oral interaction between teacher-student student-teacher and student-student, in the English classroom of11th grade morning shift of Manuel Hernández Martinez High school from Jinotepe, Carazo

This research has as a purpose provides methodological strategies that can be applied by the teacher to encourage oral interaction between teacher-student, student- teacher and student-student. It will be carry out in the English classroom of Manuel Hernández Martinez from Jinotepe-Carazo in the academic year 2014 with a population of 50 students in the eleventh grade from this high school. Through class observation, interview to the teacher, survey and video interview recording to the students, the research finds out that is a challenge for the teacher to achieve oral interaction in English classroom due to some factors that affect students second language learning such as: motivation, inhibition, lack of self-confidence, wide range of students (50 students) in one classroom, learners´ indiscipline, disrespectful and lack of interest. As a result of a role-play strategy that we experimented with 12 samples students of Manuel Hernández high school during our research, we clearly observed that learners felt motivated, they took the risk and gain self-confidence because the activity was fun for them and for the good environment in which they collaborate each other to accomplish a common goal. It is a qualitative research paper, because we gather data from the authentic environment; we observe the problem situation and give details of the real context. Also it is exploratory, because we use a project to directly observe classroom participants and get involved with them in the process. Keywords: Communicative language approach, Oral interaction, Strategy, Oral communication, Speaking, Communicative competence

Didactic innovation based on a video-drama performance in the learning of English language on the sub skill of pronunciation with emphasis in general intonation of the students from 11th grade at Juan II Aleman Barbosa Institute during March to November

Intonation is a basic part of the oral language, it is essential to differ between questions and simple sentences. Intonation allows listeners divide the spoken language in order to understand the message. The importance of English intonation does not have enough attention in foreign classes, mainly in high schools. A reason of this could be that teachers have not implemented any technique or strategy that helps students improve their English intonation. In this research is proposed a didactic innovation based on a video-drama performance and the objectives are focused on giving an alternative to help students from 11º grade of Juan II Aleman Barbosa institute improve English intonation in a dynamic and flexible way that allows them to participate in their learning. It will be mentioned the most appropriate methods to develop speaking activities which can be focused on the practice and improvement of intonation. In addition, it will be taken into account the importance of cooperative work to make students share responsibilities, and work together to obtain good results. And it will be considered the importance and utility of technology to carry out the production of a video-drama performance. In this paper is presented the methodology used in this investigation and all the information collected from the participant

Factors that make difficult the development of the communication ability of the students in the 11th year A at Rigoberto Lopez Perez Institute in the 3rd District of the Department of Managua during the II Semester of 2016

This research was conducted at Rigoberto Lopez Perez Institute on the use of English as a foreign language. It takes as the main approach the communicative skill or speaking. And it addresses the different problems or hindrances that make difficulty the development of the communicative skill in the students of the 11th year A. It also approaches the strategies and methods and teaching resources used by the teacher to set an English environment. Therefore, it is vital to conduct this investigation, because the obtained information can help to overcome weaknesses and improve the English teaching system at Rigoberto Lopez Perez Institute. Also, it can provide guidelines for the English professor to improve his teaching methods and strategies. All this is done to benefit students with a better teaching-learning quality. This research main objective is to increase future performance in high school students. In addition, it also brings a warning for bilingual teachers to prevent repeating the same mistakes over and over in the future practice of teaching. Moreover, between the specific objectives these research paper addresses to be external factors (noise), teaching strategies, effectiveness of teaching resources and interest of the students to use English. This paper presents as essential the important role of interest in students to overcome their fears to speak and practice the foreign language whether inside or outside the classroom. And it is urged to the teacher to take advantage of the student’s interest to develop the activities and tasks

A Critical Reconstruction of Care-in-Action

This paper uses the findings of a critical ethnography studying the interactions of adult colleagues (Korth, 1998) to propose a critical approach to care theory and research. The argument proceeds from Jaggar\u27s (1995) critique of the scholarship on care. Her criticism voices concerns regarding the lack of attention to the justificatory potential of care research/theory and the over-dependence on particularities. This paper provides one set of responses capable of addressing these concerns and of reformulating the concerns into a more complex conceptualization of care. The resulting analysis implies a theory of care as a pragmatic-communicative construct, one that is more precise, but compatible with the interpersonal rationality to which Noddings (1991) attributes caring. Care emerges as a communicative act with a complex but definitive horizon structure. Care did not reconstruct from on-going interactions as a simple intention, nor a feeling, nor anything extra-rational or non-rational. This approach to understanding caring locates Jaggars concerns within the interpretive life of interactants. The papers specific contributions include exemplifying a refined analysis of care-in-action, articulating a meta-theory useful for the theory and study of care, introducing a typology of caring acts, demonstrating the critical potential of care research, and illustrating the connection between critique and justification

Developing sustainable business models for institutions’ provision of open educational resources: Learning from OpenLearn users’ motivations and experiences

Universities across the globe have, for some time, been exploring the possibilities for achieving public benefit and generating business and visibility through releasing and sharing open educational resources (OER). Many have written about the need to develop sustainable and profitable business models around the production and release of OER. Downes (2006), for example, has questioned the financial sustainability of OER production at scale. Many of the proposed business models focus on OER’s value in generating revenue and detractors of OER have questioned whether they are in competition with formal education. This paper reports on a study intended to broaden the conversation about OER business models to consider the motivations and experiences of OER users as the basis for making a better informed decision about whether OER and formal learning are competitive or complementary with each other. The study focused on OpenLearn - the Open University’s (OU) web-based platform for OER, which hosts hundreds of online courses and videos and is accessed by over 3,000,000 users a year. A large scale survey and follow-up interviews with OpenLearn users worldwide revealed that university provided OER can offer learners a bridge to formal education, allowing them to try out a subject before registering on a formal course and to build confidence in their abilities as learners. In addition, it was found that using OER during formal paid-for study can improve learners’ performance and self-reliance, leading to increased retention and satisfaction with the learning experience

The implementation of neuro-linguistic programming (nlp) techniques in primary graders’ oral performance in english from the instituto kennedy in Pereira

Este proyecto tiene como objetivo mostrar los efectos de la implementación de cinco técnicas de Programación Neurolingüística: anchoring, mirroring, visualization, mind mapping and positive verbal reinforcement para impactar en la habilidad del habla en inglés de 37 estudiantes de grado quinto de un colegio de la ciudad de Pereira. Los practicantes expusieron a los estudiantes a estas técnicas durante 11 clases con el fin de recolectar y analizar información relacionada con crecimiento profesional de los profesores, respuestas y producción lingüística de los estudiantes a través de instrumentos como producciones de los estudiantes, observaciones y diarios de campo. Por lo tanto los profesores diseñaron y reflexionaron sobre las lecciones. Consecuentemente, los resultados obtenidos de la implementación de este proyecto indicaron que la mayoría de las técnicas aplicadas afectaron positivamente el desempeño de los estudiantes en actividades del habla ya que produjeron el vocabulario y las estructuras esperadas en estas actividades. Además, se comprobó que estas técnicas despertaron la motivación en los estudiantes en la habilidad del habla debido a la activa participación que ellos estuvieron durante las actividades. Todo esto en conjunto, tuvo un impacto positivo en el aprendizaje de inglés

Teaching strategies used with a blind student in a bilingual bachelor program at Universidad Tecnológica de Pereira

Se encontró que no hay suficiente información, entrenamiento para profesores, materiales, publicaciones, planes de bilingüismo o investigaciones que guíen el proceso de aprendizaje de estudiantes ciegos en contextos bilingües. Esta es la razón por la cual los profesores han tenido que crear sus propias estrategias de enseñanza en un proceso constante de ensayo y error. Este estudio de caso cualitativo se preocupó por la falta de importancia que se le ha asignado a la población ciega en el campo educativo. Por esto, el objetivo de este proyecto fue encontrar estrategias de enseñanza para incluir al participante ciego en aulas de clase regulares de un programa bilingüe. Este proyecto se llevó a cabo en la Universidad Tecnológica de Pereira con un grupo de cuatro profesores seleccionados por medio del muestreo no probabilístico debido al enfoque cualitativo del presente estudio. Adicionalmente, el estudiante ciego de la Licenciatura en Bilingüismo con Énfasis en Inglés fue escogido a través del muestreo por conveniencia debido a que él era el único estudiante ciego de este programa

The positive summarized effect of the creative life-orientation phenomenon

The paper is devoted to summing up the results of studying the creative life-orientation as a personal phenomenon, which has a multi-level system-forming structure consisting of a hierarchy of interdependent and interacting components. The author’s program (for the creative life-orientation activation in the process of subjects’ interaction during their educational and professional activity) is developed and the innovative technology of its manifestation is tested in the framework of the teaching «Self-organizing Psychological System», by the example of linguistic education. A positive relationship between the person’s creative life-orientation, spirituality and psychosomatics has been established. The developmental-correcting role of the creative life-orientation has been empirically confirmed, as well as the anti-stress function in the process of personality’s self-establishment and self-development has been revealed. Cтатья посвящена подведению итогов по исследованию жизнесозидающей креативности как личностного феномена, которая имеет многоуровневую системобразующую структуру, состоящую из иерархии взаимозависимых и взаимовлияющих компонент. Разработана авторская инновационная программа ее активизации при взаимодействии субъектов учебно-профессиональной деятельности и апробирована технология ее проявления в рамках обучающей «самоорганизующейся психологической системы» (на примере лингвообучения). Установлена позитивная взаимосвязь между жизнесозидающей креативностью, духовностью и психосоматикой человека. Эмпирически подтверждена развивающе-корректирующая роль, а также выявлена антистрессовая функция жизнесозидающей креативности в процессе самостановления и саморазвития личности